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Mitigating Inequality: Higher Education Research, Policy, and Practice in an Era of Massification and Stratification
Type: Book
ISBN: 978-1-78560-291-7

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Publication date: 27 November 2015

Abstract

Details

Mitigating Inequality: Higher Education Research, Policy, and Practice in an Era of Massification and Stratification
Type: Book
ISBN: 978-1-78560-291-7

Access Restricted. View access options
Book part
Publication date: 27 November 2015

Abstract

Details

Mitigating Inequality: Higher Education Research, Policy, and Practice in an Era of Massification and Stratification
Type: Book
ISBN: 978-1-78560-291-7

Access Restricted. View access options
Book part
Publication date: 27 November 2015

Helena Sampaio

This paper focuses on the analysis of how mass inclusion has taken place primarily in the private higher education sector. I present data on the evolution of Brazilian higher…

Abstract

This paper focuses on the analysis of how mass inclusion has taken place primarily in the private higher education sector. I present data on the evolution of Brazilian higher education, indicating the complementary roles undertaken by public and private sectors and their effects on the present configuration of our higher education. Then, I discuss the increase in higher education enrollment, in view of two factors: the widening of the supply and demand base – the former specifically by means of the expansion of for-profit private sector – and the adoption of mechanisms for access and commitment to higher education by public financing for students in private institutions.

Details

Mitigating Inequality: Higher Education Research, Policy, and Practice in an Era of Massification and Stratification
Type: Book
ISBN: 978-1-78560-291-7

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Book part
Publication date: 12 September 2017

Abstract

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The Power of Resistance
Type: Book
ISBN: 978-1-78350-462-6

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Book part
Publication date: 22 November 2017

Abstract

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Black Colleges Across the Diaspora: Global Perspectives on Race and Stratification in Postsecondary Education
Type: Book
ISBN: 978-1-78635-522-5

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Book part
Publication date: 31 October 2017

Keena Arbuthnot

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Global Perspectives on Educational Testing: Examining Fairness, High-Stakes and Policy Reform
Type: Book
ISBN: 978-1-78635-434-1

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The Social Construction of Adolescence in Contemporaneity
Type: Book
ISBN: 978-1-80117-449-7

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Article
Publication date: 16 July 2024

Anna R. Oliveri and Jeffrey Paul Carpenter

The purpose of this conceptual paper is to describe how the affinity space concept has been used to frame learning via social media, and call for and discuss a refresh of the…

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Abstract

Purpose

The purpose of this conceptual paper is to describe how the affinity space concept has been used to frame learning via social media, and call for and discuss a refresh of the affinity space concept to accommodate changes in social media platforms and algorithms.

Design/methodology/approach

Guided by a sociocultural perspective, this paper reviews and discusses some ways the affinity space concept has been used to frame studies across various contexts, its benefits and disadvantages and how it has already evolved. It then calls for and describes a refresh of the affinity space concept.

Findings

Although conceptualized 20 years ago, the affinity space concept remains relevant to understanding social media use for learning. However, a refresh is needed to accommodate how platforms have changed, algorithms’ evolving role in social media participation and how these technologies influence users’ interactions and experiences. This paper offers three perspectives to expand the affinity space concept’s usefulness in an increasingly platformized and algorithmically mediated world.

Practical implications

This paper underscores the importance of algorithmic literacy for learners and educators, as well as regulations and guidance for social media platforms.

Originality/value

This conceptual paper revisits and updates a widely utilized conceptual framing with consideration for how social media platform design and algorithms impact interactions and shape user experiences.

Details

Information and Learning Sciences, vol. 125 no. 9
Type: Research Article
ISSN: 2398-5348

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